Richfield+Public+Schools

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PROJECT DETAILS
//Title: Buckthorn Busters// //Collaborators: Bethann Larson, Lisa Baird, and Diane Erdmann// //School and District: Richfield S.T.E.M. School, Richfield Public Schools// //Content Providers: Scott Ramsay, Naturalist at Woodlake Nature Center, Richfield, MN// //Grade level: 5// //Subject Areas: Science// //Recommended Time Frame: 9 months (Fall and Spring)//

MN State Standards Alignment
SCIENCE GRADE 5 Strand 4 - Life Science Substrand: Structure and Function in Living Systems Standard: Living things are diverse with many different characteristics that enable them to grow, reproduce and survive. Benchmark:
 * 5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.

Substrand: Interdependence Among Living Systems Standard: Natural systems have many components that interact to maintain the living system. Benchmark:
 * 5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.

Substrand: Human Interactions with Living Systems Standard: Humans change environments in ways that can be either beneficial or harmful to themselves and other organisms. Benchmark:
 * 5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

Standard 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * Richfield Technology Literacy Standards**

Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning others.

Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

BEGIN WITH THE END IN MIND
__Summary__ This unit will provide students with an opportunity to research and learn about Buckthorn, a non-native invasive plant species found in Minnesota. They will explain how the structure and function of the invasive species has contributed to its growth, reproduction, and survival. Students will describe the invasive species has changed the ecosystem. Students will engage in stewardship to remove invasive species in our community and communicate awareness examples of preventing the spread of invasive species within our community.

__Content Standards__ Life Science (see MN State Science Standards listed in previous section) Technology Literacy Standards (see previous section)

__Key Skills__ Students will need to know…. Student will be able to...
 * Physical characteristics of plants, such as Buckthorn, are limited to roots, stems, leaves/needles/scales, flowers, fruits and seeds.
 * Introduction of a new species, such as Buckthorn, can change the habitat in ways that are harmful to the habitat.
 * Examples of changes in a habitat may include pollution, erosion control, catastrophic events, fire, and introduced species such as Buckthorn.
 * Identify Buckthorn based on it's physical characteristics: stems, leaves, fruits and seeds, and remove plants in Woodlake Nature Center.
 * Explain ways Buckthorn has harmfully changed the environment in which is grows.
 * Communicate ways humans can benefit the environment by controlling the Buckthorn population.

__Vocabulary__ Scientific Process Invasive species Non-native species Feature Environment Population Biome Ecosystem Habitat Terrestrial Eradicate Weed wrench

__Habits of Mind__
 * Persisting
 * Questioning and posing problems
 * Thinking and communicating with clarity and precision
 * Thinking interdependently
 * Gathering data through all senses
 * Remaining open to continuous learning

CRAFT THE DRIVING QUESTION
Essential Question:
 * How do our decisions impact the environment?

Sub-questions :
 * In what ways do invasive species pose a threat to our environment?
 * How do human actions contribute to the spread of invasive species?
 * How do human actions contribute to the elimination of invasive species?

PLAN THE ASSESSMENT
__Pre-Assessment__ Students create a Circle Map with “invasive species” in the center to brainstorm what they know about the topic. A frame of reference is included for students to indicate how they know what they know. Teachers use the Circle Map as a formative assessment to learn student prior knowledge and experience, and to guide instruction to meet learner needs.

__During__ Students use a science notebook (see //Observation Notebook Sample// below) to record the scientific process and inquiry. Students and teacher use the Science Notebook rubric (included below) for evaluation. Elements of a science notebook include but are not limited to the following: Basic Information – title, date, phenology (if appropriate) Question, Problem, Purpose Prediction Developing a Plan Observations, Data, Charts, Graphs, Drawings, and Illustrations Claims and Evidence Drawing Conclusions Reflection – Next Steps and New Questions

__End-of-Project Assessment__ Using Publisher (or similar tool), students publish a visitor's informative brochure about Buckthorn for Woodlake Nature Center. The purpose of the brochure is to communicate awareness and provide examples of ways to prevent the spread of Buckthorn within our community. Students and teacher use the Buckthorn Brochure rubric (included below) for evaluation.

MAP THE PROJECT
1) Pre-Assessment - Circle Map (see above)
 * September - October**

2) Plant Scavenger Hunt - Students are provided with clues that describe a plant species found in our school's garden. Once students have found the plant that is described in the clues they will document it photographically. Skill: Physical characteristics of plants are limited to roots, stems, leaves/needles/scales, flowers, fruits and seeds.

3) Compare/Contrast - In the computer lab, students will use Inspiration or similar graphic organizing tool to create a 3 Circle Venn Diagram comparing and contrasting three of the plants that they photographed during the Scavenger Hunt. (see the 3 Circle Venn Digram template). Students and teacher will use the Venn Diagram rubric (included below) for evaluation. Skill: Compare/Contrast

4) Introduce invasive plant species Skill:Introduction of a new species can change the habitat in ways that are helpful and/or harmful to the habitat.

5) Identifying features of a invasive Buckthorn plant: roots, stems, leaves, and fruit (see Buckthorn jpg). Additionally, present Buckthorn's invasive qualities (see MN DNR link, and videos listed below). Skill:Examples of changes in a habitat may include pollution, erosion control, catastrophic events, fire, and introduced species such as Buckthorn.

6) Woodlake Field Experience 1 "Buckthorn Hunter" - Student use newly gained knowledge and awareness of Buckthorn to survey the woodland habitat in search of Buckthorn plants. Using a area map or GPS, students mark the spots/coordinates Buckthorn is growing. Students record their inquiry in their Science Notebook. Skill: Identify Buckthorn based on it's physical characteristics: stems, leaves, fruits and seeds, and remove plants in Woodlake Nature Center.

7) Woodlake Field Experience 2 "Buckthorn Busters" - With the support of Naturalists, students return to their Buckthorn spots/coordinates to eradicate the species. Students record their inquiry in their Science Notebook. Skill: Identify Buckthorn based on it's physical characteristics: stems, leaves, fruits and seeds, and remove plants in Woodlake Nature Center.

8) Buckthorn Brochure - Using Publisher (or similar tool), a visitor's informative brochure about Buckthorn for Woodlake Nature Center. The purpose of the brochure is to communicate awareness and provide examples of ways to prevent the spread of Buckthorn within our community. Students and teacher use the Buckthorn Brochure rubric (included below) for evaluation. Skill: Explain ways Buckthorn has harmfully changed the environment in which is grows. Communicate ways humans can benefit the environment by controlling the Buckthorn population.
 * January**

9) Videoconference with Naturalist Scott Ramsay, Woodlake Nature Center - Students generate questions for Scott prior to the Skype session. Questions should be authentic and student generated with teacher guidance (if necessary) to review project essential questions and sub-questions. Skill: Communicate ways humans can benefit the environment by controlling the Buckthorn population.
 * May**

MANAGE THE PROCESS
The students are the focal point in our project. Teacher respect and address that the students that we work with are varied and complex in their prior knowledge, experience, interest, language, and culture. The journey through this project is a shared endeavor between teachers and students and the best-laid plans are just that - plans, subject to change. That being said, this project is designed to integrate standards-based instruction and effective practices to include each student. All students have opportunities to learn because teachers are mindful to connect instruction based on: As a result: =PROJECT RESOURCES=
 * What teachers know about their students
 * The content and processes that students must master
 * Inclusive strategies:
 * National Urban Alliance literacy strategies
 * 4 R's of Racially responsive teaching/learning - rigor, relevance, relationships, and realness
 * English Language Learners sheltered instruction and effective practices
 * Technology integration
 * Multidisciplinary connections
 * Differentiation
 * Each student can gain academic confidence and competence
 * The wide range of achievement levels, cultures, experiences and interests are respected and addressed
 * Students fully engage and take responsibility for their own learning
 * Student understandings enable connections, application of discrete knowledge and skills, and the transfer of new learning to new situations
 * Understandings are assessed as students explain, interpret, apply, shift perspective, empathize and self-assess in realistic situations

Documents




Media Files
Includes images, video and audio. 5th Grade Skype media type="file" key="overviewWL.swf" width="360" height="270"

Web Resources
Buck Institute for Education [|http;//www.bie.org]

Minnesota DNR @http://www.dnr.state.mn.us/invasives/terrestrialplants/woody/buckthorn/index.html

Buckthorn: A Deadly Invasion Buckthorn: A Deadly Invasion

Video: Identifying and Controlling Buckthorn @http://dnrmedia.wi.gov/main/Viewer/?peid=965bce1a-2ba2-45f8-8af2-115cb5daad09